CONFIDENTIAL PSYCHOLOGICAL REPORT

Into Everything

I. IDENTIFYING DATA

Name: Eddie Gender: Male

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Age: 9 Civil Status: Single

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II. PREMORBID PERSONALITY

The client has shown difficult behavior since toddler and had been unbearably restless
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and demanding
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III. MENTAL STATUS EXAMINATION AND BEHAVIORAL OBSERVATION
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The client is fidgety and hyperactive. He also shows inattention behavior and difficulty concen-

trating in task.
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IV. HISTORY

Since 3 year old the client has been difficult, required little sleep and been awake before
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anyone else(woke up at 4:30 or 5am) and “demolished” the living room or kitchen. When he was

4, he wander off into a busy main street which fortunately was rescued by a passerby. In

preschool program, he was rejected due to his behavior. In kindergarten, he was placed in a spe-

cial behavioral program for first and second grade.

 The client has average ability and slightly below expected level on achievements. He is

not popular with other children and prefer outdoors activity when he was home (playing with

dog or riding bike). He tends to get messy and destructive with his toys and games.

V. CASE DISCUSSION AND FORMULATION

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The client interpersonal and interpersonal relationship is slightly impaired. He showed

confidence performing or participating school activities. However, some of his action caused

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harm and discomfort to his peers and teacher. Impairment was found in his cognitive, adapting

and play domains. EN

The client’s attention span is “virtually nonexistent” according to psychologist. He had

difficulty adapting with his school environment due to his hyper activeness. The client show dis-
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likes in games or toys that require any concentration or patient resulting him to be messy and de-
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structive
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VI. PRESENT WORKING IMPRESSION

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The client showed characteristics signs of Attention-Deficit/Hyperactivity Disorder (ADH) . Ed-

die showed persistent pattern of inattention, hyperactivity and impusivity. This was shown in his
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dislike in things that required attention (toys or games), his fidgety behavior, unable to stay in his

sit and roam around classroom, and suddenly doing something outrages (swinging from fluores-

cent light over blackboard)

Piaget’s theory of psychological development can contribute to a better understanding of ADHD

(attention deficit hyperactivity disorder). The assumption is that children with ADHD present
deficits in the development of the construction of operational notions, such as space-time con-

ceptions and causality.

VII. RECOMMENDATIONS

The assessor suggest the client and the parents to seek Behavior therapy as it is an effective

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treatment for attention-deficit/hyperactivity disorder (ADHD) that can improve a child’s behav-

ior, self-control, and self-esteem. Treatment involves teaching children different methods of re-

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sponding to situations more positively. A central part of this therapy is rewarding positive behav-

ior and punishing negative behavior. Parents must help to reinforce this in the child’s day-to-day
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life.
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Evaluated by:
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Bakulu, Virgin Hillary

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